The Online and Campus (OaC) model as a sustainable blended approach to teaching and learning in higher education: A response to COVID-19
The Online and Campus (OaC) model as a sustainable blended approach to teaching and learning in higher education: A response to COVID-19
复制标题
在线和校园 (OaC) 模式作为高等教育中可持续的混合教学方法：对 COVID-19 的回应
DOI：
--
复制
发表时间：
2020
影响因子：
--
通讯作者：
Dominic Petronzi
中科院分区：
文献类型：
--
作者：
Rebecca Petronzi;Dominic Petronzi
新冠肺炎疫情对整个社会来说是前所未有的挑战，已经影响到生活的方方面面，包括高等教育机构(HEIS)的教与学设施--这要求立即做出数字回应。核心挑战在于学生在攻读本科学位时做出的内在选择；面对面学习是他们的偏好。现在，高等学校必须通过利用一系列数字解决方案来解决这个问题--至关重要的是，那些不再有机会规避风险或认为数字解决方案与现有教学方法保持一致的人也必须接受这些解决方案。高等教育机构应该--在一定程度上--处于提供在线课程的有利地位。本文旨在探索关于关键教学和学习理论的混合方法的相关文献，总体目标是建议将在线和校园(OAC)模式作为一种潜在的蓝图，将校园、同步和异步学习体验结合在一起。我们将异步称为灵活的、自定进度的学习，而将同步称为学习者在给定时间(无论是在线还是校园)在同一地点并访问相同材料的环境。就本文和OAC模式而言，异步学习和同步学习都指的是在线教学，我们参照“校园”来区分面对面教学。
The COVID-19 pandemic represents an unprecedented challenge for wider society and has impacted all facets of life, including Higher Education Institution (HEIs) provision for teaching and learning – demanding an immediate digital response. The core challenge lies with the inherent choice made by students upon embarking on an undergraduate degree; that face-to-face learning was their preference. Now, HEIs must address this by utilising a range of digital solutions – that crucially, must also be embraced by those that no longer have the luxury to be risk averse or believe that digital solutions align with their existing pedagogical approaches. Higher Education Institutions should be – to an extent – well placed to deliver online provision. This paper aims to explore pertinent literature surrounding blended approaches with regards to key pedagogical and learning theories, with an overall aim of suggesting the Online and Campus (OaC) model as a potential ‘blueprint’ that incorporates campus, synchronous and asynchronous learning experiences. We refer to asynchronous as flexible, self-paced learning, and synchronous as an environment in which learners are in the same place at a given time (either online or campus) and accessing the same materials. For the purposes of this paper – and the OaC model – both asynchronous and synchronous learning refers to online provision, and we make the distinction between face-to-face teaching by reference to ‘Campus’.